Education Essay Essay

Education? is? not? only? conditioning,? but? conditioning? for? the? future? and? conditioning? for? the? mind.? Somewhere? along? the? way? the? strive? to? learn? has? been? lost? on? education.? Its? hard? to? determine? where? this? all? went? wrong.? Like? many? in? the? past,? those? who? have? the? drive? to? learn,? earn? an? education.? Drive? and? determination? can? not? be? taught? in? a? classroom.? Some? of? the? most? important? subjects? that? should? be? taught? in? class,? are? not.? The? purpose? of? education? is? to? condition? youth? for? the? challenges? they? face? in? the? future.? Students?  are? trained? not? educated.? I? have? never? had? to? overcome? a? language? barrier.? I? have? never? had? to? overcome? a? racial? barrier? either.? As? long? as? I? can? remember? learning? has? been? a? part? of? my? life.? Not? just? learning,? but? education.? The? struggles? Richard? Rodriguez? and? Fredrick? Douglass? went? through? do? not? apply? to? me.? Rodriguez? and? Douglass? were? both? lucky? enough? to? discover? education,? where? as? education? found? me.? Fredrick? Douglass? once? said,? â€Å"Without? struggle? there? is? no? progress. †? This? quote? really? sums? up? Douglass? and? his? message.? Douglass? went? through? his? fair? share? of? struggles? and? became? a? better? man? because? of? it.? If? what? I? face? now? in? my? life? is? a? struggle,? how? much? can? I? really? progress At? least? I’ll? always? have? education? to? take? advantage? of.? All? Americans? are? given? the? right? of? an? education.? Depending? on? the? person,? this? right? can? either? be? used? or? ignored.? A? large? part? in? why? so? many? immigrants? travel? to? the? US,? is? because? it? offers? free? public? education.? Because? of? taxes? no? child? has? to? pay? to? learn.? There? are? also? no? restrictions? on? who?  has? the? right? to? an? education? in? the? United? States.? Yet? education? is? not? appreciated? by? most? like? it? should.? Learning? is? a? power.? Not? a? power? that? all? people? have? but? the? ones? that? do? have? it? need? to? use? it,? completely? use? it.? Fredrick? Douglass? realized? how? powerful? the? ability? to? learn? could? be.? So? did? Maya? Angelou.? Neither? of? them? would? have? lived? the? lifes? they? did? without? the? power? of? learning.? To? make? mistakes? and? learn? from? them? so? they? don’t? recur.? Read.? Comprehend.? Write.? Read.? Comprehend.? Write.? And? repeat.? I? create?  sentences? so? I? can? reap? the? benefits.? Until? a? student? becomes? proficient? in? reading,? comprehending,? and? writing? that? student? won’t? be? successful? in? the? educational? system.? The? goal? isn’t? to? learn.? Education? used? to? be? about? learning.? Different? people? learn? in? different? ways.? Education? is? interesting? to? some? but? boring? to? others.? For? one? to? be? educated,? they? first? have? to? learn.? The? ability? to? learn? is? not? a? strength? all? people? are? born? with.? It? is? an? important? skill? most? people? develop? throughout? their? life.? Frederick? Douglass? was?  not? taught? as? a? child.? Douglass? did? not? go? to? school,? but? the? fact? that? he? is? educated? can? not? be? argued.? Based? off? that? fact? alone,? it? is? proven? that? one? does? not? need? to? be? schooled? to? be? educated.? Douglass? was? determined? to? learn.? He? was? steadfast? in? educating? himself? to? have? a? brighter? future.? Being? a? slave? in? the? 19th? century,? a? bright? future? does? not? exist.? Through? his? determination,? Douglass? shows? how? the? importance? of? an? education? is. Education? does? not? always? occur? in? the? classroom.? It? can? be? found? almost? anywhere.? Frederick? Douglass? mentions? in? his? narrative? Learning? to? Read? that? the? little? boys? who? taught? him? how? to? read? will? be? free? at? twenty? one? years? old? men,? whereas? Douglass? just? wishes? to? be? free? more? than? anything.? Learning? does? not? only? occur? in? the? classroom.? It? happens? in? many? everyday? experiences.? Sometimes? the? only? way? to? learn? something? is? to? do? it? personally.? Maya? Angelou? once? said:? â€Å"Words? mean? more? than? what? is? set? on? paper.? It? takes? the? human? voice? to? infuse? them? with? a? deeper? meaning. †? Just? because? a? student? reads? from? a? book? does? not? guarentee? they? will? receive? the? full? effect? of? the? writing.? Words? need? to? be? said,? plays? need? to? be? acted,? speeches? need? to? be? read.? Most? american? scholars? today? dredd? the? idea? of? reading.? High? schoolers? all? across? the? country? will? try? to? find? anyway? to? get? around? actually? having? to? read.? For? education? to? be? successful? in? teaching? a? student? a? lesson,? the? attitude? of? the? student? must? be? appropriate.? Students? who? don’t? want? to? learn? won’t,? it’s? really? that? simple.? Students? need? to? be? taught? how? to? learn.?   

Purpose of Education in Society Essay

Outline the functionalist view on the role and purpose of education in society Functionalists argue that education has three broad functions. Education teaches that solidarity and skills are required by a modern industrial society. Solidarity is being together, treating people fairly and going with the norms and values of society and stop discrimination, without it there would be a state of chaos where there are no rules. In order to prepare yourself for work you need the skills provision to help achieve your goal. These may be general skills that everyone need such as literacy and numeracy or the specific skills needed for the particular occupation. As the division of labour increases in complexity and occupational roles become more specialised, increasingly longer periods in education becomes necessary. You also need socialisation and meritocracy to maintain society by teaching young people the key cultural values, such as achievement, competition, equality of opportunities, social solidarity, democracy and religious morality. Parsons stated that education ‘bridges the gap between the family and the wider society’ – this is also seen in secondary socialisation where we are taught the universalistic standards which are judgments based on universally agreed principles, which is seen differently in particularistic standards which are judgments based on an exclusive view of a particular group. Socialising children to adapt the meritocratic view of achievement is when and individual has achieved something on their own with their own talent and ability. Functionalists also say school is a miniature of society as young people are expected to follow some norms and values within the school which is then applied to the real world. They are also both meritocratic and believe in an achieved status- which is working to grasp your goal with your own talent and ability which can move you up or down the social class ladder and gives social mobility. Functionalists disagree with having an ascribed status which is being born into a social class which could mean you wouldn’t have to work for anything as everything is already there for you. Davis and Moore are functionalists and believe that education is important for role allocation. This allocates people to the most suitable jobs for their talent; it does this through exams and qualifications. Education allows you to sort people into future work roles- some people are more talented than others- some work requires more skills than others. More talented students will eventually be rewarded by being allocated to these job roles. The human capital theory shows that a meritocratic education system is the best way to develop a skilled workforce to create a strong economy and higher living standards

Technology and the Future Essay Example | Topics and Well Written Essays - 2000 words

Technology and the Future - Essay Example The youngsters have been shown to have possessed a chip embedded into their brains. More than seventy percent of the human race is subjected with this ‘feed’. The feed may very well be referred to as a combination of the present day internet highly dominated by advertisements and interacting suggesting bodies. It is like a virtual network that governs the human mind and has taken over the stream of thoughts that arises into it. Every person’s feed is personalized in line with his stream of emptions and preferences. The liking and disliking of every individual is embedded into his feed and he is constantly being prompted by suggesting thoughts and directives from the feeds about promotional products and proposed actions alike. Whenever a thought is generated by the brain it is instantly taken over by the feed and flooded with suggestion regarding that thought from it. Thus, the feed in reality governs the entire individual. The reality of feed and its effect upon t he individual becomes known to the youngsters when they are on a visit to the moon when they are attacked by those running the anti-feed campaign. They hack the feeds of the individuals present there resulting in the disabling of the feeds for a couple of days. It is in those days that the actual essence of life becomes clear to the youngsters. The Earth has become a place where there is no presence of natural habitat. Water has exhausted and natural reproduction has ceased. The only reproduction that does exist is via in-vitro fertilization. The novel shows how the advancements in technology would change the shape of the human society entirely. Thus it may well be asserted that the change in the human society would be only by the virtue of the advancement in technology. The governing bodies behind the Feed have shaped the society by inculcating into the minds of youngsters what may seem suitable to them. PRESENT TECHNOLOGY The present day technology of Human Computer Interaction vi a Eye Tracking is at its initial phase. It is proposed that in the years to come the technology of eye tracking would be able to transmit all the proposed commands to a computing device only by a single glance. That is to say that, transmitting only one instance of a single eye glance input would transmit the final objective to the system. The user would not have to interact personally with each interface one by one in order to reach the final product. Only a single eye glance would fulfill all input requirements and would result in the desired output. WHAT IS EYE TRACKING? The efficiency of each computing system is highly dependent on its usability in accordance with the requirements of the human begins using it. Thus the more an interactive system is based upon user input, the better it becomes and the more useful it is for the stakeholders concerned with it. Human-Computer Interaction thus holds immense importance in the development and error checking of computing systems that ar e currently in use and also for the ones that are in the pipeline. There are a number of means through which inputs from user can be taken into account. One of these extensive ranges of methods is Eye-Tracking. INTRODUCTION TO EYE TRACKING Formally defining Eye-Tracking , â€Å"A research method that determines what part of an advertisement consumers look at, by tracking the pattern of their eye movements.† (Lake) Thus, eye tracking can be narrated as a means whereby the movements of a human eye are recorded while he is

Ethics Essay Example | Topics and Well Written Essays - 750 words - 1

Ethics - Essay Example Obligations as a Nurse Obligations to my profession and work as a nurse pertaining to this case include doing what is required to follow the government’s decision. As a nurse, it is no less than an ethical dilemma for me, where if I don’t follow the government’s decision, my status as a nurse is challenged and my job is at risk. On the other hand, if I follow the government’s decision and starve Terri to death, I have to fight against my own conscience as a human being, and I know this is a fight I am going to lose, and this may jeopardize my peace of life forever. Laws regarding Euthanasia Laws related to euthanasia vary from one country to another. Some countries consider euthanasia an illegitimate practice which is thus condemned, whereas other countries are more flexible and have specified certain conditions in which euthanasia can be given to a patient. There are also certain countries like Australia that had legalized euthanasia once but later change d the rule. â€Å"On 25 May 1995, the Northern Territory of Australia became the first place in the world to pass right to die legislation.  The Rights of the Terminally Ill Act  lasted 9 months before being overturned by the Australian Federal Parliament† (Exit International, 2012). Today, all territories and states of Australia deem euthanasia illegal. In the USA, there is a particular federal law related to assisted suicide or euthanasia. It is prohibited under general homicide laws in all the 50 states of the USA including the District of Columbia. Laws related to euthanasia are dealt with at the state level instead of the federal level in the USA. 36 states in the USA prohibit all kinds of assisted suicides, seven states in the USA prohibit them under common law, four states in the USA do not have specific laws related to euthanasia, whereas three states including Montana, Washington, and Oregon have rendered euthanasia legal (ProCon.org, n.d.). Stakeholders in the C ase The stakeholders in this scenario include the government, the people of America in general, Terri’s family in particular, and most importantly, Terri herself. Terri was starved to death upon the government’s decision without her or her family’s consent being involved in it. This did not only take Terri’s life, but also had traumatic effect on her family as well as all citizens of America who felt concerned for Terri and were disappointed by this decision of the government. The government is surely one of the stakeholders in this case since the decision making power is fundamentally assumed by the government and the decisions made by the government affect the lives of common people like Terri and her family. Summary of the Impacts Being a nurse is a big responsibility by all means. A nurse is essentially someone who assists people with activities meant to improve their health. The conventional image of a nurse is of a helping, caring, and loving indivi dual. Giving someone euthanasia is one of the extremely challenging tasks for a nurse since it fundamentally challenges the status of nurse as a caring individual and is also emotionally demanding. Our social and religious values guide us to take care of the well-being of all human beings, not some human beings. Euthanasia is against these social and religious values. How long a person lives is to be decided by God Almighty, not human beings. When humans take this decision in their own

Antibiotic Management of Common Respiratory Infections Essay

Antibiotic Management of Common Respiratory Infections - Essay Example It is unfortunate and alarming that overuse and misuse of antibiotics is bringing resistance to most of the common bacteria. The misuse of antibiotics stems primarily from the inherent inclination of doctors towards prescribing the latest and potent antibiotics without thorough microbiological, M, C & S examinations. To curb this antibiotic abuse the empirical antibiotic management has become the prime necessity of all hospitals (Hedrick, E). Modification in the treatment is made depending upon the patient's progress and bacterial sensitivities. Antibiotic course is started before the availability of microbiological results based on common conditions, but modifications or changes are made when microbiology results are available. As: Recommendations for initiating Antibiotic therapy: The severity of the condition, possible infecting pathogen(s) and route of administration (preferably oral) are to be considered. Constant monitor of the patient's response and changing the route of drug from IV to OD is essential within 24 hrs. Obvious advantages of OD over IV for ciprofloxacin, metronidazole and co-amoxiclav. Except for the severe disease conditions (bone infection) antibiotic therapy should be carried out maximum for 5 days. Restricted Anti-infective Agents: certain drugs are restricted due to their efficacy, toxicity and cost. Doctors need to work closely with the microbiologists and infectious disease experts to stop the misuse. Aim & Objective: Antibiotic use is associated with increased rates of antibiotic-resistant organism. The present study is carried out to empirically measure antibiotic prescription rates and identify predictors of antibiotic use for adults diagnosed for common respiratory infections as per the guidelines laid on resistance pattern at UHL. Methodology: Antibiotic prescription common respiratory infections University Hospital Lewisham Adult Formulary Summary of Antibacterial Treatment Common Respiratory Infections Date of Examination: Name of the Patient: Age: Physician: Weight: Blood Pressure: Gender: Respiratory rate: Allergies: Diabetes: X-ray Chest: Recommended/ Not recommended Present Medication: Symptoms: Microbiology report: (Microscopy, Culture & Sensitivity) Date: Treatment Prescribed: Result: Antibiotics reduce the normal flora of the body especially digestive tract. C.difficle is a spore forming bacterium which is part of the 'normal' bacteria in the gut of up to 3% of healthy adults. Patients who have been treated with broad spectrum antibiotics are at greatest risk of C.difficle associated disease especially cephalosporin amoxicillin and quinolones (Misuse of Antibiotics). Conclusion: Although antibiotics

Discussion Questions and Participation Questions Essay

Discussion Questions and Participation Questions - Essay Example Opportunities to expand your services 7. Better flexibility 8. Increased risk assessment 9. Improve quality 10. Increases in quantity (Brighthub, 2011). In the past I have used project management as a guide to help me complete projects. I have used project management to develop schedules, in order to optimize time, and to become more efficient at tasks. Project management skills can be improved by participation in continued education seminars on the subject, by reading peer review journal articles, and through practice among other methods. Brighthub.com (2011). The Top Ten Benefits of Project Management. Retrieved February 3, 2011 from http://www.brighthub.com/office/project-management/articles/2350.aspx Chase, R. B., Jacobs, F.R., & Aquilano, N.J. (2006) Operations management for competitive advantage (11th ed). New York: McGraw Hill/Irwin. 2. Safety stock is additional inventory that is held in order to mitigate the risk of a stockout. The safety stock is a considered a buffer mana gement uses to create a comfort level in which to operate. The safety stock should only be used after regular inventory runs out and if the company is unable to replenish its inventory. The safety stock should be used as a last resort in order to keep the operations going. A few years ago I worked a part-time in a warehouse for a company that manufactured paper. There were different rolls of paper that would be used as raw material for the different paper products sold by the company. The buffer or safety stock was managed by the warehouse crew. We would deliver the safety stock to the manufacturing line whenever the company ran out of its regular inventory of paper. 3. Out of the factors you mentioned about project management which I believe people can work on in order to improve their utilization of the factor is time. Time is a crucial element in project management. Projects involve the use of different deadlines for the delivery of project deliverables. In a project when one per son is late with their part of the project it creates a chain reaction which affects the work of the other members. The project manager has to provide follow up on the work of team members in order to ensure everyone is on the same page. 4. One of the first project management teams I was involved in occurred a few years back. I was a freshman in college back them and I had been assigned to my first team project as a college student. It was an intimidating experience for me because I did not know what to expect. I was very lucky to have worked with a great team of players. One of the guys was a senior business student; he served the role of project leader. He was a very outgoing person that knew how to lead others. I learn from this first experience that interpersonal relationships are a critical success factor for project management teams. 5. Engineers are very talented professionals that can add a lot of value to a project. Due to their ability to apply innovation engineers are oft en involved in project management. It would be a wise career move for an engineer to purse an MBA degree. The knowledge gained through a master’s degree program in business can be extremely beneficial for an engineer among other professionals. Professionals with a background in business are better suited to handle the pressures associated with the work of a project manager. 6. Sometimes people utilized project management skills without even knowing they are using them. No project is too small for

In the united States we do not need to plan for retirement Social Essay

In the united States we do not need to plan for retirement Social Security will cover our needs when we retired - Essay Example They think they are entitled to their monetary contributions which they had earned by virtue of their retirement. However, the American government indicated clearly even from the start when the law was signed that social security is not intended to be the sole income source of retired people. What the government had in mind when creating social security was to provide an alternative for people who are down and out financially but never to support them entirely for the rest of their lives. The intention was to supplement whatever incomes the retired people may have. It is also unrealistic to expect the United States government to provide for the financial, medical and other basic needs of retirees when the economics of doing so dictates otherwise. Social security became a law as America’s response to the Great Depression in which millions of workers were thrown out of work. The economy was in a shambles and it was the government only which had the means to help these millions o f poor workers who are able to work but cannot find work. Capitalism and free markets had collapsed but once the economy recovers, people are expected to find gainful employment again and set aside some money for their retirement by saving and investing part of their wages and salaries for retirement aims. Discussion Social security benefits are projected based on so many external factors just like any insurance program. Put simply, making projections even with the most powerful computer models cannot ensure any accurate outcomes. Additionally, many people have the wrong perceptions and concepts of the social security program. This safety-net law was to provide benefits for working people on their retirement, any disability, survivorship (for dependents) and death. Over the years, many other benefits were added such as those amendments for a â€Å"Supplemental Security Income† program for the aged, the blind and the disabled persons (although this is managed separately) even though they had not worked a single day before and did not contribute any social security taxes. The social security system of the United States of America works just as an insurance program would. This means it works on the assumption that everyone will be covered and all workers who are gainfully employed will contribute to the program to make it viable. Social security works on the idea that risk is spread over a big proportion of the working population. Additionally, the ideal should be more workers paying contributions to support the retired or elderly people who will now draw down on their contributions to support themselves. The social security fund comes from contributions made by people of working age. It means demographic shifts such as the graying of the population has a big impact on the future financial viability of the program. Actuarial calculations are just best estimates or assumptions about fertility, life expectancy, quality of health care and state of the economy ; these factors determine the fund’s financial viability. The ideal set-up for social security would be workers supporting fellow retired workers. When it began in 1935, the contributions of 17 workers had paid for the benefits of one retiree. By 2035, the ratio is estimated to be only 2.1 workers per beneficiary. This situation clearly is financially not sustainable to continue giving benefits. The reduced ratio of contributing workers

A literature review on electromagnetic transponders in prostate cancer

A on electromagnetic transponders in prostate cancer treatment - Literature review Example The present research particularly involved reviewing a number of recent publications including journals, books, articles, magazines and databases related to the use of electromagnetic transponders in cancer treatment. Electromagnetic Transponder is an emerging high tech system that is increasingly being used to track the movement of prostate glands particularly during external beam radiation therapy. The technique particularly involves implanting three tiny electromagnetic transponders into a patient’s prostate gland in order to enhance the delivery of post- prostatectomy radiation therapy by providing real time tracking required to ensure accurate treatment of prostate cancer through radiation therapy (Kindblom et al., 2009). According to many experts, the technique is particularly preferred for the post-surgical radiation therapy for prostate cancer because it significantly allows for enhanced localization of the specific targeted area thereby allowing for the delivery of maximum radiation dose while at the same time minimizing the exposure of the patients surrounding non-targeted normal tissues to radiation (Foster, Pistenmaa and Solberg, 2012, p.2924). The present literature paper particularly focused on a comprehensive review of relevant recent publications such as journals, books, articles, magazines, databases and other professional manuscripts related to the theory, practice and use of electromagnetic transponders in cancer treatment. Finally, the findings of the literature review were then analyzed and clustered based on the key major themes namely the oncologic and functional outcomes of electromagnetic transponders, placement of electromagnetic transponders in prostate cancer treatment as well as the challenges related to the use of electromagnetic transponders in the prostate cancer treatment. For the last 15 years, development of electromagnetic

Hurricane Katrina Essay Example for Free

Hurricane Katrina Essay Many countries that face the catastrophes today need the relief assistance particularly in the floods and the devastation of the earthquakes. The countries, particularly those undergoing difficult transitions, lack the public and private institutions and infrastructure necessary to meet the challenges posed by complex humanitarian emergencies need a collaborated effort to overcome the effects of the devastations. The requirement is to identify the need of a joint effort by the organizations and political stability is required to take timely actions. The disaster relief efforts are also to be identified which are to be continued to support developing and transitional states in a unified operational concept and the Disaster Prevention and Disaster Response cooperative initiatives. (Anna, 2005) The Japan for example experiences hundreds of seismic events annually; tropical cyclones (typhoons) are so frequent they are numbered and not named; and heavy rains accompanying typhoons often result in devastating mudslides that annually claim many lives. Although Japan seems to be well prepared to cope with natural disasters. Organizations with emergency response duties including fire, medical, police, environmental, etc. are professional and well equipped. (NPR, 2005) This expanded role of agencies in a collaborated disaster relief can be further defined to ensure the availability of technical competence in order to make their participation meaningful. The local agencies and community groups should not be underutilized and undermined by relief organizations. The knowledge, expertise and ability to communicate with local people can be invaluable for humanitarian relief programmers. The challenge for international agencies and NGOs is to assure, wherever possible and useful, the appropriate inclusion and collaboration of the local agencies into the system. Prior identification of local civil possible partners in disaster-prone countries and training of the required staff is one way to prepare for unexpected crisis. In some countries, local agencies and community groups exist with high levels of competence but may require outside technical and logistic support. In the United States, the Federal Response Plan describes how the federal government will assist the state and local governments when a major disaster or emergency overwhelms their ability to respond effectively (LeClaire, 2005). The plan assigns federal agency responsibility for twelve Emergency Support Functions. These cover the world of disaster response from transportation, public works and engineering, mass care, food energy and those to those functions that are vital to meet the challenges of the disasters. A few weeks ago, Hurricane Katrina, a category 5 hurricane, stormed the Gulf coast of the USA, affecting an area as large as the UK. Katrina completely destroyed of individuals. New Orleans is a major American city, with a devastated and evacuated exercise, with a fictitious category 3 hurricane named Pam, predicted the scenario accurately,1 As we impotently watched television, the disaster unfolded. The hospital scenes of combined internal and external disasters already described in Houston2 repeated prevent them. (Television Week, 2005) electricity, water, communication, and other vital services; Local and national leaders underestimated the storm and failed to the size of the tragedy in human lives and future ecological repercussions. Katrina left the affected region teams, evidence of complete lack of preparedness with insufficient immediately available physical and human resources, health-care systems incapacitated, urban anarchy, despicable crimes, while the world criticized American leaders and emergency organizations. Millions of jobs have been lost to the storm. New Orleans largest employer, Tulane University, hopes to reopen to students for the spring semester. The casino barges that helped revitalize the Mississippi coast are no more. Right now, only insurance agents and construction workers seem to have guaranteed employment in the storm-damaged areas. Disasters and Urban Renewal Monitoring of field activities is always difficult without the setting of objectives and standards for joint relief actions. Minimum operational goals should be defined for performance evaluation. Goal setting would also bring into focus the impact of the joint relief on the beneficiaries, both for acute and chronic disasters. Co-ordination and communication are the central point for the success of a joint disaster relief operation. In disaster situations, the joint and rapid operational decisions within a political and media environment can be very vital (WaterWorld, 2005). A rapid assessment of needs following a disaster is always a clearly and critical aspect of effective humanitarian action. The local Civil Hospital and other installation medical treatment facilities can have agreements with local hospitals covering certain medical procedures and emergencies on. These agreements can be extended to post disaster emergency care also. It is vital that a Manual should be developed as a Coordinating Manual for Disaster Relief Operations to provide basic coordination procedures between different agencies. There are an increasing number of disasters with a conflict dimension. The areas of further development in the field of collaborated disaster relief operation can be areas of research that can be proposed as having immediate utility to field operations. Disasters have security as well as other dimensions. After Hurricane Katrina tore through New Orleans the rest of the country became aware of the citys extreme poverty. This however, is not a new issue for the city of New Orleans. It was an obvious demonstration of how our country needs to step up its emergency relief effort to respond faster to these situations. But, was it a mistake they did not respond immediately? This is a question that is recently up for debate and we have decided to look deeper into. 67. 3% of the cities population is African American (68% of whom are in poverty) compared to the 28. 1% of whites. (2000 Census) It is interesting to compare the response to September 11, 2001 to the emergency response to Hurricane Katrina. The response the terrorist attacks in New York, whose population is almost the reverse of New Orleans 67. 9% White and 15. 9% African American (NY Census 2000), was immediate. It is amazing that New Orleans had days to prepare for Hurricane Katrina and they were well aware of its potential to destroy the city- however it never occurred to them to make everyone aware of the destruction this hurricane could cause. Through the Hurricane Pam simulation, scientists knew the level of damage that was going to be caused and knew that it would take at least 72 hours to evacuate before the hurricane made landfall. New Orleans had an evacuation plan that they poorly enforced when it came time to really implement it. Many valuable resources that could have saved lives went unused such as Amtrak trains evacuating valuable equipment from the area and offering to take several hundred passengers along with them. Lack of transportation was a major reason many people died. A large percentage of the people in poverty did not have their own means of transportation to get out of the city and could have put these offered resources to good use. It is unfortunate that these people were basically ignored when it came to the rescue effort. I feel that Louisiana Governor Blanco and New Orleans mayor Nagin could have made much better decisions when it came to evacuating the city that could have potentially saved thousands of lives. They let many resources go wasted and the poor decisions made by these people cannot be taken back. People will always be attracted to live near the shore, which leads to serious problems when evacuation is required. No matter the administration, Hurricane Katrina would still have had a devastating impact on the citizens and landscape of New Orleans. However, many lives would have been spared were it not for the mistakes of President Bush, Gov. Blanco, Mayor Nagin, and ex-FEMA director Michael Brown, in their unsuccessful attempts to contain the damage. The act of carrying out a complete mandatory evacuation is where most administrative mistakes were made. When officials made the order for evacuation, they ignored the fact that New Orleans has a poverty rate of 38 %(Wikipedia 4), one of the highest in the country. In addition to this, they did not account for the 120,000 people in New Orleans who were without transportation, which led to chaos after the order was given for a mandatory evacuation. Individuals were expected to find their own way out of the city, and due to an inadequate evacuation plan, thousands were left stranded in the city to survive on their own, most of which were poor, elderly, or sick(Wikipedia 4). New Orleans Mayor Ray Nagin, realizing the threat Katrina posed to his city, was the first to call for a full evacuation. He pleaded with Gov. Blanco to call for a mandatory evacuation, but Blanco was reluctant and decided to take 24 hours to make the decision, a delay that the people of New Orleans could not afford. Had this delay not occurred, there would have been adequate time to prepare mass public transportation of evacuees. Mayor Nagin was enraged by the governments reluctance to aid, and further expedited the evacuation process. Nagin publicly criticized the federal involvement in the evacuation, primarily attacking their failure to quickly provide buses. This lack of communication between city, state, and federal officials continues, and occurs throughout the disasters response and recovery efforts. Criticism of local and national response to the hurricane is widespread in the media. Local officials complain just days after the disaster about the lack visible presence of troops and FEMA. The presidential response to the hurricane was embarrassing. The day Katrina hit, Bush was at a ceremony in California, and did not break from his vacation until the next Wednesday, which left those affected by the hurricane with a feeling of abandonment. President Bush is also responsible for appointing an unqualified lawyer, Brown, to be the director of FEMA. Browns most critical mistake was his urging of all fire and emergency services departments not to respond to the counties and states affected by Hurricane Katrina without being requested and lawfully dispatched by state and local authorities(Wikipedia 8). This caused a serious clash between state, local, and federal governments, resulting in the loss of tons of critical aid materials. Having never dealt with crisis and natural disaster relief, Brown continued to inhibit the reconstructive and rescue efforts, resulting in many fatalities that could have been prevented had a more qualified individual been in the position. Similar delaying acts were performed by Vice President Dick Cheney. The day after the hurricane, Cheney ordered workers of the power company to divert power crews, who, at the time were restoring power to local hospitals, to substations that control the diesel fuel and gasoline flow from Texas to the northeast. The workers upsettingly questioned this diversion of labor and were told to perform it anyway. Cheney did this in an attempt to avoid fuel price gouging, however it proved to be unsuccessful, and there was an enormous spike in fuel costs following the hurricane. This graph, and attached data sheet show this dramatic increase: This action reaffirms the perceived attitude of unreceptiveness displayed by the government and authorities toward the victims of Katrina during the hurricanes relief effort. It is an undeniable fact that a category five hurricane will have devastating effects, no matter where it makes landfall. Due to the citys cultural and racial diversity, geographical structure, and inflated poverty, it was clear that Katrina was going to hit fast and hard. Just as predicted by weather forecasters, the hurricane quickly flooded the city and those who attempted to ride the storm out perished. Unfortunately, the governments policies implemented to help did not come as quickly, and as a result thousands of fatalities that could have been avoided were not. Three places in your home that are usually damaged by hurricanes are the roof, windows, doors, and there are things that can be done to strengthen these areas to minimize damage. Firstly investing in a stronger roof by placing more beams and securing the trusses by placing brasses to strengthen the roof structure, to protect your windows and doors the simplest effective method is by installing storms shutters which are basically thick boards of wood coving windows and doors. When it comes to prevention with hurricanes of a category 4 nature governments should have emergency plans in place, George Bush was criticized in the handling of hurricane Katrina, it even sparked of arguments that New Orleans was neglected due to its poverty stricken black communities. Although warnings were in place 24 hours before the hurricane hit and there was time for evacuation, a lack of services was provided. Although in the following hurricane Rita, The US government was quick to act while sending hundreds of busses to evacuate cities. Some officials in high positions were accused of a good-riddance insensitivity toward the export of the citys poverty and accompanying social ills. On a more positive note, many planners and scholars have called for the development of mechanisms that can accommodate the displaced poor population, who should be encouraged to return. The storm may have created an opportunity to address the issue of poverty and land use in a way that is much smarter than previous approaches (Cutter and others 2006). Racial and Economy Perspectives A major question affecting the future cultural and racial geography of New Orleans is how much of the African American population will return to the city. About two-thirds of Orleans Parish was African American before the storm; now the percentage is generally assumed to be much lower, although nobody really knows by how much. Half is a popularly held local presumption, but I have found no official figures to support it; data are difficult to come by. Will the loss of African Americans be permanent? If so, what will the cultural and racial imprint of the city be? What will its political geography look like if a large and reliably Democratic voting block disappears? Mayor Ray Nagin was clearly alarmed by the possibility of a permanent loss of the African American population when he steadfastly affirmed that displaced African Americans would return to a rebuilt city and that New Orleans would be chocolate at the end of the day. †¦ This city will be a majority African American city. Its the way God wants it to be. †¦ You cant have it no other way. It wouldnt be New Orleans (Pope 2006, 1). Part of the mayors angst arose from concern that a major influx of Hispanic workers to help rebuild the city, and the possibility that many in-migrants might stay permanently, would potentially alter the cultural and political balance of power in New Orleans. Although much of the storms face was poor and African American, in the final analysis Katrina was no respecter of class and race. One of the hardest-hit neighborhoods in New Orleans, Lakeview, is mainly Caucasian and middle-to-high income. New Orleans East, which some observers argue should never be rebuilt, is a suburb populated by a growing African American middle class. Venetian Isles and south Slidell contain some of the most desirable waterfront properties in the metropolitan area, many of which were adorned with beached sailboats after the storm. Meghan Stromberg observed that Katrinas obvious disregard for areas of wealth and privilege may work in favor of the citys recovery: Homeowners there have greater resources to rebuild sooner (Stromberg 2006). Of great concern is whether people with the technical and entrepreneurial skills needed by a rebuilding city will return. Unfortunately, these skills are often in high demand elsewhere, so people may be enticed to stay in their adopted homes. Mark Drennen, head of Greater New Orleans Inc. , a public-private partnership whose mission is to spearhead economic development in the New Orleans region, commented that this prospect is a huge concern. It occupies almost every meeting Im in all day long (Mowbray 2005). The longer companies put off returning to New Orleans, the more likely it is that they and their employees will not come back. On the bright side, there is always the red-beans-and-rice effectthe soul and culture of New Orleansthat keeps the natives coming back, even in the face of better economic opportunities elsewhere. Some commentators also speculate that there may be an influx of risk takers who spy opportunity in the rebuilding of New Orleans, giving the city a flesh jolt of people with entrepreneurial skills (Mowbray 2005). The absence of workers of all types is already being felt. Estimates that the Gulf Coast currently lacks 150,000 construction and maintenance workers have prompted the Business Roundtable, a Washington-based association of large-company chief executive officers, to develop a plan to recruit and train 20,000 new construction workers for the region (Sayre 2006). Accompanying the departure of the citys poor population was its supply of minimum-wage workers. Fast-food and convenience outlets are especially desperate for employees, to the point that one major hamburger chain is offering a bonus to new hires of $500 per month; other chains are advertising entry wage rates in excess of $9 per hour. Plumbers, electricians, and other tradespeople are in extremely short supply, partly because many of them never returned after evacuating and partly as a result of the huge surge in demand. The most common sign at business entrances today is Now Hiring. In a sense, future demography is destiny for New Orleans, not only in terms of racial and cultural makeup but also with respect to economic vitality (Frey 2005). Its cultural geography will be shaped by who comes back and who does not and by as yet unknown new migrants to the city. Conclusion The immensity of the disaster and the long rebuilding process will offer abundant research opportunities for geographers. The new footprint of the New Orleans metropolitan area will provide intriguing areas of study for planners as well as for economic, urban, and cultural geographers. Along the same lines, population geographers will want to track the status of the great New Orleans Diaspora. Of considerable interest to researchers will be the geography of debris and the environmental impact of millions of cubic yards of waste. Biogeographers will have an interest in the disruption of bird and animal habitats; and of course physical and environmental geographers will find a renewed impetus to continue their examination of the environmental risks associated with eroding coastlines. Hurricane Katrina laid bare New Orleans environmental vulnerabilities, social ills, and policy deficiencies. At the same time, the city that everybody knew before the storm was not destroyed and is slowly coming back. Already tourists have returned to the French Quarter, with its raucous good times; and the convention industry is regaining its footing. (If Katrina was Gods attempt to punish the city for its night life, it failed. ) Gradually, trust is being placed in a restored levee system. A new normal is emerging, unfortunately in some cases eerily reminiscent of the old normal. Only time will tell if the â€Å"new† New Orleans has learned its lessons from Katrina, or if sentimentality for the old New Orleans will set the city up for a repeat disaster. One can hope that future scholars will not worry again about how people manage to survive in such an unnatural and impossible city. As a hurricane can never actually be stopped or destroyed prevention is a little more vague it’s more of damage prevention rather than hurricane prevention. Although there are scientist researching in possible ways to lower storm intensity some of which include a substance that absorbs large amounts of water with small amounts of the substance being used up the idea is simple but somewhat impractical. In Conclusion, with today’s modern equipment we can predict and perceive a hurricanes power easily but it is nearly impossible to stop a hurricane, so prevention needs to be researched more, if any lesson was learnt from Katrina it is this. Many of the people included in the Diaspora and most visibly affected by the storm were poor and members of minorities, as for example in the hard-hit Lower Ninth Ward. They were among the thousands initially stranded, and then bused to out-of-town shelters. After Katrina an avalanche of media accounts and academic articles appeared on how the storm laid bare the environmentally linked economic and racial inequities within New Orleans, inequities with a long history. References Hurricane Katrina. Wikipedia: The Free Encyclopedia. 22 July 2004, 10:55 UTC May03, 2007 http://en. wikipedia. org/wiki/Hurricane_Katrina/. Storm Surge. Wikipedia: The Free Encyclopedia. 22 July 2004, 10:55 UTC May03, 2007 http://en. wikipedia. org/wiki/Storm_surge. Anna Badkhen. Hurricane Katrina: Relief Effort / Response Like Second Disaster; San Francisco Chronicle (CA), 09/11/2005 Congress Reacts to Hurricane Katrina Disaster. Water World, Oct2005, Vol. 21 Issue 10, p8-9, 2p Cutter, S. L. , C. T. Emrich, J. T. Mitchell, B. J. Boruff, M. Gall, and others. 2006. The Long Road Home. Environment 48 (2): 8-20. Frey, W. H. 2005. City Can Lure Back Its Reluctant Migrants (New Orleans). Times-Picayune [New Orleans], 30 November,  §B, 7. Jarrell, Jerry D. , Max Mayfield, and Edward N. Rappaport. The Deadliest, Costliest, and Most Intense United States Hurricanes from 1900 to 2000. Oct. 2001. NOAA/NWS/ Tropical Prediction Center. 28 Sept. 2005. Katz, B. , M. Fellowes, and M. Mabanta. 2006. Katrina Index: Tracking Variables of Post-Katrina Reconstruction. 3 May update. Washington, D. C. : The Brookings Institution, Metropolitan Policy Program. LeClaire, Jennifer. Katrina disaster trains a spotlight on homeowners policies. Christian Science Monitor, 9/8/2005, Vol. 97 Issue 200, p12-16, 2p Medias Role Vital in Katrina Disaster. Television Week, 9/12/2005, Vol. 24 Issue 37, p9-9, 1/4p Mowbray, R. 2005. Brightest Evacuees Weigh Option: Return to N. O. or Stay? NOLA. com. NPR; Analysis: Katrinas economic disaster Talk of the Nation, 09/0

Science Education in Primary School Years Essay Example for Free

Science Education in Primary School Years Essay Introduction The importance of science in the education of schoolchildren goes beyond just providing the first steps in producing the next generation of scientist. Since science is becoming a large part of political debates such as in global warming, nutrition and energy (DeBoer, 2000) at least a basic understanding of how science works and what conclusions it can draw needs to be appreciated by the general population. The scientific literacy of a nation is therefore becoming a key element of some very important social and political questions that have to be answered by a population most of whom don’t have a scientific background (Nelson, 1999). The Nutt scandal demonstrates a recent example of the clash between what science informs us and the impact it can have on social and political debates. The Nutt scandal centred around a number of remarks made by David Nutt, the former chairman of the Advisory Council on the Misuse of Drugs. (Nutt, Governments should get real on drugs, 2009) Nutt published a journal article in 2007 discussing how the current classification of drugs in the United Kingdom was neither consistent nor transparent. He made recommendations to the government to change the classification so it was based on scientific research rather than by social pressures (Nutt, King, Saulsbury, Blakemore, 2007). However the impact of his review on the classification which said ecstasy was â€Å"no more dangerous than horse riding† eventually led to him losing his job (Nutt, Equasy an overlooked addiction with implications for the current debate on drug harms. , 2009). The lack of appreciation for the scientific research was deemed to be less important as the socio-political climate surrounding the issues of drugs (to send a message to drug-users) (Easton, Ecstasy: Class A drug? , 2008). However, a more scientific rationale may have helped introduce a less emotionally heated-debate about drugs, in turn dissipating more information and educating the wider public by raising greater awareness and openness (Easton, Scientists v Politicians: Round 3, 2009) while at the same time dealing with drug use and possession in a more proportionally manner (BBC News, 2009). It is in these and other debates that an appreciation of science is needed by those who do not have a strong scientific background, but the teaching of science has a greater impact than just in Page 5 of 37 increasing the scientific literacy of a nation. Science is also an important tool in allowing pupils to utilise skills taught in other parts of the curriculum such as in literacy and numeracy (Hammerman Musial, 2007); science provides a way to apply what may otherwise be abstract aspects of mathematics, for example. As it stands, the curriculum in Scotland is based around four main principles and is called the â€Å"Curriculum for Excellence†. These are to produce children who are successful learners, confident individuals, responsible citizens and effective contributors (Education Scotland, 2011). It would appear that integration of one subject into another to develop these attributes is an important part of the government’s aim to develop good learners and citizens. CfE has been the curriculum for Scotland in two iterations; one that began in 2004 and the other in 2010 (Education Scotland). The reasons for the implementation of CfE included the feeling that teachers were only touching on topics rather than going in-depth as the previous curriculum had a lot of material to teach in it, pupils weren’t as engaged with the content, pupils were spending too much time preparing for exams and they weren’t actually learning new things, and also that some lessons were out of date (MacKinnon, 2009). From the beginning, the curriculum had established the importance of science and in a review from 2006, the CfE defined its aims for science as â€Å"to stimulate, nurture and sustain the curiosity, wonder and questioning of young people† (Curriculum Review Programme Board, 2006). Alongside CfE, there is also a supporting network of science specialists called Glow which allows further embedment of science into the curriculum. Through Glow, there are events in which students can ask questions to these specialists called Glow meets (School Science Summit, 2009). Some of the barriers to gaining the most out of science education include social factors such as class and gender (Oakes, Ormseth, Bell, Camp, 1990). The reason for these having an effect on accessing science is many-fold but includes the perception of science as being male-dominated (Steele, James, Page 6 of 37 Barnett, 2002) as well as factors such as the location of specialist schools, many of which are often in areas that are less deprived (Assessment of Achievement Programme, 2005). Research suggests that there is a difference in response between males and females when in an environment that appears to be oppositely gender biased; while females are more likely to feel vulnerable in these situations, men are less likely to be (Murphy, Steele, Gross, 2007). Many females also state that they are not interested in science (Hill PhD, Corbett, Rose, 2006), this, however, may stem from a variety of other factors including the belief that they won’t be able to succeed in that environment (Eccles, 2007). The majority of well known scientists are still mostly male which may diminish interest from females who may have the impression that there is a ceiling over how far they can take a career in science (Richardson, 2011). The effect of class, as previously mentioned, also plays a large part in the access of science by school children. Pupils in schools in England which teach science as three separate subjects at GCSE in more deprived backgrounds do better at A-levels though there are fewer schools in these areas providing the triple science option as described (National Audit Office, 2010). The reason for this maybe that the teacher training required and other changes needed to modify the curriculum are harder to justify financially for these schools. The impact of this discrepancy may also mean that children from poorer areas won’t have the same chance to succeed and therefore not be able to break out of their class.. Other barriers include factors such as the quality of teachers, both by way of confidence and knowledge (Harlen, 1997) . Teacher confidence has a direct impact on the uptake of science. It appears to be in science that teachers have the least confidence when compared to other parts of the core curriculum (Harlen, 1997). Many teachers have a background in degrees other than science (Holroyd Harlen, 1996). That primary educators do not have specialist knowledge in science means Page 7 of 37 that they struggle to portray the same confidence as they can in numeracy, literacy and art. Female teachers have less confidence in teaching science than their male counterparts and this does not help to relieve any of the pressure on female pupils who will struggle to relate even more to females in science (Harlen, 1997). Studies also suggest that teachers have more confidence in teaching biology than physical sciences and this is probably due to the ability to relate the material to real life; which is easier with biology than other sciences. However, a lack of knowledge and confidence in teaching science can be overcome with greater teaching experience and therefore the teaching of science to those who lack confidence should be able to be taught to primary educators. As with the lack of visibility of female scientists, another component in the difficulties found in promoting science education is the visibility of science as a career. The role models of young people are often in the entertainment industry such as musicians and actors. This may mean that children are therefore more likely to talk about what is going on in a TV show than they are to discuss science and therefore their interests are constrained to just within science lessons (Dindia Canary, 1998). If discussions could be opened up to include science into the everyday life for pupils, then they would probably be better at finding their own interest in science. Primary science is often too general and doesn’t give much way to the discovery of one’s own strengths and interests in science, something the CfE is trying to change. Moreover, practical work is often not employed as a teaching method for reasons that include financing, and health safety (House of Commons Science and technology Committee, 2011). However, practical work is very important in building skills providing a way for pupils to find excitement in science (Wellington, 2007). It also helps to provide a greater classroom dynamic where pupils can talk to each other and their teacher more which is an important in the teaching of science at this level (Atkin, 1998). Groups work furthers this too allowing pupils to discuss the content and be more engaged with it, however, as well as a lack of practical work, science lessons often lack group work focussing more on worksheets as an alternative. Lessons are often taught in a one way direction from teacher to pupil with very little interaction with the Page 8 of 37 content itself (Assessment of Achievement Programme, 2005)This project looked at teaching of science in primary education by visiting a school, St. Patrick’s Roman Catholic Primary School in Finnieston, Glasgow as part of the Undergraduate Ambassador Scheme which is itself part STEMNET. Here, it was possible to observe the teaching of science as well as assist in the coordination of science and teach genetics-specific modules to a P7/6 class. . Page 9 of 37 Methods Through working with the science coordinator, the curriculum could be looked at as well as the teaching methods that were used. Discussions with pupils would provide information about their needs in science and what they may be lacking from their current education. It would also be possible to observe the classroom dynamic and consider what ways in which this could be improved to engage pupils more and enable better learning of science. It was anticipated that genetics would be a difficult subject to teach and therefore careful consideration had to be taken to ensure that it would be pitched at the right level for the P7/6 class. Due to the small number of students, many of the year groups were mixed so there was a combination of ages; more able P6 students and P7 students. Their exposure to science was quite limited and the curriculum itself did not appear to provide them with the knowledge and skills that would have allowed the lessons to be pitched at a higher level. Therefore, starting at a molecular level would have been a poor choice as their grasp of molecular ideas would not have been very strong. It was therefore decided to start with broader ideas that they may be more familiar with such as adaptation and habitation which are already part of the curriculum and then move into more molecular details. By going through the history of genetics through some of the key experiments and having the pupils do these experiments or a variation thereof, it was hoped that the scientific skills of hypothesising, testing, collecting data, analysing data and concluding could be built. It was more important to pass on these skills as the knowledge may not be useful to them in their career paths. St. Patrick’s RC Primary School The link to the primary school, St. Patrick’s RC Primary school, was set up as part of the Undergraduate Ambassador Scheme. The aim of this scheme is to encourage and assist in the teaching of science and related subjects in interested institutions using undergraduates as part of their Honours projects. The UAS is run as part of STEMNET which runs a number of other programmes in primary and secondary schools across the United Kingdom (STEMNET, STEMNET: Page 10 of 37 Vision and Purpose, 2010). They are also involved in running activities outside of educational institutions such as in museums and in running science festivals. STEMNET has 45 local contract holders to which ambassadors are assigned; the West of Scotland has its local contractor based in the University of Glasgow and is called Science Connects (STEMNET, Local contacts: West of Scotland) which is the local contractor that helped with this Honours Project. Dr Rob Aitken was in charge of allocating places for students interested in the UAS and it was through the School of Education at the University of Glasgow that he was able to find interested schools and set up links. Once a school was found, arrangements were made to establish a footing in the establishment. A meeting was set up with the head teacher of the school, Susan O’Donnell. With her, the science education as well as other aspects of the curriculum was discussed. It was decided that a Friday slot at 0930 would be used to teach a genetics module to the P7/6 class. Wednesday was the only day that science was taught to the pupils and this was done by Tom Fabling so it was decided that assistance could also be provided to him to embellish the science curriculum at the school. On the same day as the meeting with the head teacher, an arose to shadow the P7/6 class opportunity while they were learning literacy. Unfortunately, this was on a Friday so shadowing of science wasn’t possible. A seat was placed on the side of the class to allow for observation of the ability of the pupils as well as to watch the rapport between the class and the teacher. From this session it was also possible to see the lesson structure and the teaching techniques that the teacher felt was most comfortable with the class. Page 11 of 37 The science coordinator, Tom Fabling, had collected data about the students by way of short questionnaires which he provided copies of. He also provided copies of the original questionnaires. As well as teaching science modules on a Wednesday, Fabling was also in charge of the science resources and having a hand in the discussions around the curriculum. Later in the year he would also set up a science club for which he would be able to utilise the materials. Returning the next Wednesday of term allowed both shadowing and assisting in the teaching of science. Through speaking with the pupils their needs in science were better elucidated and this provided a number of things to consider when teaching and assisting teaching in science and allowed for a better observation of the science in action in the school as the teaching of science is very different to that of literacy. From this, the scientific literacy of the pupil’s could be surveyed and enquiries could be made into what they wanted from the science curriculum. Assisting in science teaching would take place every Wednesday and would include both teaching and providing resources from the University to aid in the teaching of science. For example, the first Wednesday looked at static electricity. Science Connects kindly made available a van der Graaf generator as well as a number of other teaching resources such as confetti and balloons. A lesson was then planned around the van der Graaf generator to teach static electricity as well as the molecular ideas behind it. Every Friday, a module of genetics would be taught to the P7/6 class to enable them to understand a discipline of science that they were previously unaware of. The lessons were planned beforehand and would take the journey from classical genetics to molecular genetics with the aim of allowing the pupils to delve deeper and deeper into what a gene is. For example: looking at speciation through Darwin; pea plants and breeding through Mendel; DNA extraction through Miescher; and the DNA model through Crick/Watson. It would conclude with a look at some of the applications of genetics as a career such as in forensics and human genetic diseases. Unfortunately, Page 12 of 37 the project was cut short and so only one module of genetics was taught to the class focussing on Charles Darwin and his voyage with the HMS Beagle. The class was made up of pupils from various backgrounds. A number of children were known to frequently misbehave and disrupt the teaching in the class. The class was made up of ten boys and eleven girls so there wasn’t much of a gender bias in the class. It was expected, however, that friendship groups would be mostly single-sexed (Graham Cohen, 2006) and therefore interactions with groups would have to take this into consideration. Similarly, friendship groups are often mostly single-â€Å"raced† and this would also have to be taken into account. While this may not be good for social dynamic, it does make teaching easier if it is thought that certain teaching methods are better for one group over another. Another distinguishing factor was how well English was understood in the class. However, apart from one pupil, the pupils understood it well. Genetics lesson plan: Charles Darwin and Evolution This lesson began with a quick questionnaire to gauge the knowledge of the pupils. The questions covered various aspects of science and, with the rest of the lesson, were displayed by an overhead projector linked to a computer. The class remained in their usual groups and were provided whiteboards and pens to answer multiple choice questions such as: Which of the following is a famous scientist? A. Isaac Newton B. Dawn French C. Mahatma Ghandi. It was thought that if the pupils didn’t have an individual worksheet then they wouldn’t feel as self conscious about their answers. It was also hoped they wouldn’t feel as much pressure if they didn’t get any right answers as there was no way to know if that was the case. Page 13 of 37 After this, a portrait of Darwin was shown and then the lesson moved into his life, his career, voyage with the HMS Beagle, and his impact on science. To demonstrate how certain features evolved, a spot the difference was done between similar looking animals which were one of either a shark, a bird or a horse but with subtle differences as can be seen in a completed version in Figure 1. The activity was produced to open discussions about these differences that may make some â€Å"species† more adapted to one environment over another, much like with Darwin and his finches. These were drawn by hand, photocopied and edited without using a computer. Figure 1: One pupils completed Darwins spot the difference A map with different habitats was created prior to the lesson. The map had various islands and water features that were described as such: †¢ †¢ †¢ Not much grass Small bushes Some fruit. These were associated with the features of the animals and so allowed them to think about which habitats would encourage the selection of which features. To round off the lesson, a picture of a ten pound note was shown, as in Figure 2, which shows Darwin on the right hand side alongside his work on the left. It was thought that this was a very good way to summarise the lesson and give the pupils something they could tell others about. Page 14 of 37 Figure 2: An English ten pound note [source: http://www. thednastore. com/images/coins/scan0034m. jpg] Questionnaires Unfortunately, the time spent at SPRCP was cut short due to a lack of positive chemistry with the P7/6 teacher and therefore data was collected to gain further insights into the teaching of science at primary level. An email-based questionnaire was sent to fellow undergraduate ambassadors and a Google Docs(r) form was passed to Primary Education students. The questionnaire to other ambassadors (as in Appendix A) looked at their experience with the primary schools they were in. Of particular interest was the rapport between the pupils and teachers especially in terms of interaction and activity. The questionnaire that was sent to the Primary Education students at the University of Glasgow (as in Appendix B) looked at the knowledge and attributes that they could bring to teaching science at primary education as well as their expectations. Analysis of the questionnaire’s included judging the content of responses and categorising them so that responses could be compared. Page 15 of 37 Results Charles Darwin and Evolution lesson At the beginning of the first lesson – to gauge the ability of the pupils – a questionnaire was presented on different aspects of science. Unfortunately the results from this weren’t recorded, however it appeared as though the knowledge of general science was good in the class. Questions on the solar system, and people in science were answered well (see Appendix A for questions) but genetic and more specialised aspects of science were less well understood. Such aspects of science as the definition of evolution and the evidence which supports evolution was poorly answered. Also, the pupils did not know what a gene was, which was not surprising considering the age group. Shadowing and assisting Tom Fabling allowed for a rapport to be built with the pupils and therefore they seemed more interested and engaged with the content. Though the lesson was quite lecture style in some parts, it was intersected with activities which meant that the pupils had to be focused throughout the lesson. During the more lecture style parts of the lesson, the pupils were also able to ask questions. These questions covered a vast amount of topics such as about the process of fossilisation, how â€Å"monkeys† became â€Å"man†. The quality of question were overall quite good and this allowed for pupils to gain greater insight into aspects that they were finding difficulty with. The questioning also showed that they were engaged with the material. The questions would also have allowed for furthering tailoring of future lessons by considering the demands of the pupils. The command â€Å"thumbs up or down† would be used to allow the gauging of how well the pupils understood the material. Looking at a ten pound note at the end of the lesson which has printed on it Darwin alongside his work seemed to summarise the lesson really well. It also provided the pupils with something they could tell others about as they could describe the different aspects of the work and relate it back to the ideas from the lesson. Page 16 of 37 At the end of the lesson, feedback was requested and some of the pupils definitely found it interesting even if they hadn’t fully understood all the content. The teacher said that the activities and content were pitched at the right level but too much material was covered in too little time and that in the future more concise lessons should be done. Science teacher assisting Input in the teaching of general science was greatly appreciated by Tom Fabling as his own knowledge of science is based around his interests rather than from a degree in science and therefore his scientific knowledge can sometimes be limited. Since he sometimes struggled to teach science, his methods for teaching often revolved around more arts techniques. This included activities such as drawing equipment rather than asking questions or having more interaction with the pupils. Wednesday is the science day at the school and as such, Tom Fabling teaches each class a certain aspect of science. The theme for one of these days was Guy Fawkes Night and there was very little mention of science. While there is significance to Guy Fawkes Night in a social and political arena, there is little bearing in science and this topic would be better suited to history or citizenship. During the assisting, it was possible to open the discussion about the Night into science by discussing gunpowder, its composition and how explosions work. Another example of where a citizenship module was used as a science module was with â€Å"Drugwise† which looked at the use of illegal substances. The disadvantage of teaching about drugs in schools is that is heavily based on shock tactics and not about providing information (BBC News, 2002). One of the activities involved pupils drawing what they would think a drug user would look like. Most of the pupils drew someone who looked scruffy, had no teeth or hair, bad skin, etc. ignoring that people from all background could be drug users (Pedersen Skrondal, 1994). The medical side of the education is also only in the negative effects and the cause-and-effect of drugs, something important in science, is inevitably neglected as it shows what drugs can do in a way which is not damaging in the short-term or at all (Kinder, Pape, Walfish, 1980). Page 17 of 37 Looking at some of the questionnaires that Tom Fabling had collected from the pupils, there are many questions that did not appear to be scientific amongst those that were. Questions such as â€Å"What planet do you live on? † are probably too easy and questions such as â€Å"Isaac Newton dropped an apple and discovered g______† are based on an apocryphal story. Such questions were probably there to make pupils feel more comfortable as it would be more difficult to get no marks at all but the overall calibre of the questions were not particularly well picked. However, without a good appreciation of the requirements of the curriculum it is hard to make a definite conclusion. Apart from the older classes, P5/4 and P7/6, there is very little that distinguishes individual students by way of achievement on the test as can be seen in Figure 3. In the older classes it can quite clearly be seen that there are some students who were a lot more challenged by the questions than others. If the individual topics where pupils were struggling with were recorded then it would help in identifying weak points that could be later worked on. 2/10 4% 5/8 19% 10/10 41% 6/8 23% 7/8 27% 9/10 18% 8/8 31% 6/10 23% 7/10 9% 8/10 5% P3/2 class P4/3 class 15/15 21% 6/15 13% 8/15 4% 9/15 4% 10/15 9% 11/15 4% 12/15 8% 14/19 5% 16/19 5% 3/19 5% 4/19 9% 5/19 5% 6/19 5% 7/19 5% 8/19 5% 13/19 14% 12/19 10% 14/15 8% 13/15 29% 9/19 11/19 14% 10/19 9% 9% P5/4 class P7/6 class Page 18 of 37 Figure 3: Graphs showing the results of science tests from different-aged classes The segments of the pie charts show the percentage of students that got a specific mark. The labels have two numbers; the upper being the mark and the lower being the percentage of pupils with that mark. Looking at the science topics, there are also points which suggest that the teaching of science As previously mentioned, some of the topics such as â€Å"drugwise† would be better placed in other parts of the curriculum. Also some of topics for younger students such as toys, clothes, etc. that are also not strictly scientific. Table 1: Science topics at SPRCPS Primary 1 †¢ Starting school Aug-Oct Primary 2 †¢ Ourselves – Our bodies Primary 3/2 †¢ Dental health Primary 5/4 †¢ Healthy eating Primary 6/5 †¢ Healthy living Primary 7/6 †¢ Substance abuse (Drugwise 2) Oct-Dec †¢ Light and darkness †¢ Fruit and vegetables †¢ Wheels †¢ Materials †¢ Clothes †¢ Buildings †¢ Trees – Autumn †¢ Toys – Technology †¢ Changes in autumn †¢ The seasons †¢ Electricity †¢ Electricity †¢ The Solar system †¢ Research †¢ Weather †¢ Magnetism †¢ Under the sea †¢ Under the sea Jan-Mar †¢ Friction †¢ Air travel †¢ Research †¢ Birds and minibeasts Apr-Jun †¢ The seashore †¢ Mini-beasts and plants †¢ Robotots – technology †¢ Toys †¢ Robotots – technology †¢ Toys †¢ New life on the farm The lesson on static electricity that was part of the general science assisting was mostly a success. The children were very engaged with the lesson that was taught. However, the van der Graaf generator did fail for a period of time which was unfortunate but other activities were also available such as picking up confetti with a balloon that had been charged up by rubbing against the pupils’ hair. Due to a misunderstanding it was not known how much time would be spent on teaching this topic; a short demonstration of the van der Graaf generator turned out to be a whole lesson on static electricity. Tom Fabling highly praised the lesson and commented that he had learnt Page 19 of 37 from it too. Other members of staff were also provided an opportunity to view the demonstration and were as enthusiastic as the pupils. Questionnaires UAS questionnaire The general consensus from other students who were on the UAS was that they and the schools they worked with had a very positive experience. The questionnaire was completed by five UAS students. Most of the students (4/5) shadowed the teacher before starting their own teaching. This would have given them the chance to evaluate the confidence, knowledge and lesson styles, etc. of the teacher. As can be seen from Figure 4, more of the teacher’s were confident than weren’t. The reason for this was either down to the science background of one of the teacher’s (they had a degree in science engineering) or down to a large amount of teaching experiencing (one had taught for 25 years). The teacher with the degree in science engineering was quite apt when it came to science knowledge, as was one other teacher; two teachers were judged not have a very good knowledge of science. The teaching techniques for most of the classes didn’t vary greatly with most teachers opting to use paper-based (e. g. worksheets, books, etc. ) and computer-based (e. g. looking up articles/videos on the internet) activities over practical activities. This also shaped the lesson structures which was described in one school as being â€Å"very lecture style†. The lack of practical work – which would have been hands-on and exciting for pupils – also meant that there wasn’t much group work involved. Another disadvantage of this is that group work encourages pupils to help other pupils and allows them to appreciate each other’s ability in a subject area opening discussion between pupils rather than limiting it to between the teacher and pupils. It can often be daunting to ask questions in front of classmates and therefore it is often good to develop the chemistry of groups to encourage information flow between pupils. Page 20 of 37 Since most of the science lessons were not taught in a practical manner, it is not surprising that the science resources of thes schools need not contain more than books though one school these books, did have a dedicated â€Å"science cupboard†. There were a lot of resources at SPRCPS but they were poorly organised and therefore difficult to locate equipment. Figure 4: UAS students’ perception of the normal teachers qualities This figure summarises the responses to the questionnaire about how the students who shadowed the usual teacher felt about their certain characteristics and the availability of resources. Confiden and science Confidence knowledge were measured mostly by responses that had a â€Å"yes† or â€Å"no† answer. Teaching techniques were judge by variety therefore mostly paper paper-based lessons would be considered negative. Lesson structures were also . judged by variety and science resources by availability. ce As well as bringing subject expertise, and ease with teaching the subject that they were (Murphy, Beggs, Carlisle, Greenwood, 2004) another advantage of having a student from UAS was 2004), that some financial support was provided towards the cost of teaching resources. This meant that inancial pupils who may have been less familiar with practical activities were given that opportunity and this would have effected not only the structure of lessons, making it easier to focus, but also the easier enthusiasm of the pupils towards science. One of the important things to note is the difference in having a younger person or a student teach pupils. Pupils may relate more with students than teachers as they are both young and in education (Goebel Cashen, 1979) and therefore will be happier to ask question Students also questions. don’t possess the same authority as teachers and therefore the divide between themselves and students is not as vast. Additional the generation gap is also not as wide, thereby creating the Additionally, , potential for a rapport to be built faster or more strongly. Figure 5 summarises how the pupils responded to the UAS teacher. Page 21 of 37 Figure 5 How the pupils at each of the UAS student’ schools responded to their presence As in Figure 4, the responses were judged to be either positive or negative. For the â€Å"using different teaching techniques†, negatively indicates that either it was unknown as to how the normal teacher teac teaches or that different techniques were not used. Also having teachers that have backgrounds in the fields they are teaching would make the interaction easier too. Not only can questions be aimed at the UAS students but, due to the background in more general science , questions in bro

Analysis of Web Service Efficiency

Analysis of Web Service Efficiency Abstract Web service standards used nowadays are Extensible Markup Language based and the important technology in communication between heterogeneous applications are over Internet. Thereby selecting an efficient web services among numerous options satisfying client requirements has become a challenging and time consuming road block. The path for the optimal execution of all the user request is done using the Hidden Markov Model (HMM). The results have shown how our proposed methodology can help the user to select the most reliable web service available. Our analysis is about creating a cost effective servicing mechanism for web services, if effectively implemented this concept will reduce the need for network engineers in maintenance of web services. As a result of the parallelism technique used in this analysis significant reduction in RT and increase in composition speed has been observed. Keywords: Hidden Markov Model (HMM), Extensible Markup Language, Web Services, Service Quality Architecture (SQA)   1. Introduction In the Service Web the feedback of customers constitutes a substantial component of Web Service trustworthiness and reputation, this in turn affects the consumer service uptake in the future. All that we presents here is an approach to predict and assess the various reputations that are prevalent in the services oriented environment that is prevalent. All the web services enable computer-computer (c2c) communication in a heterogeneous environment, hence they are very suitable for an environment such as the internet. People can use the standardized web service model for rapid design, implement and extended applications. Many enterprises and corporations provide different web services to be more responsive and cost-effective. All activities that are composite services in nature may be defined by the graphs of control flow and the after coming data graphs. As a service provider, the foremost importance is for the bound(upper), the mean RT of a request given some request load and some architectural environment. Furthermore, this computation should be only performed before the actual deployment and usage of the service. In exceptional cases of service thats of composite nature this performance of the service depends on only the hypotheses about all the invoked service that are elementary in nature. Component approaches another very important benefit is reuse. In the web service definition language all the service that are of elementary nature are conceptually limited to relatively very simple features that can be only modeled by a collection of operations that co exist. Moreover, in due to the application kind its very much necessary to combine a set of all the web services into a single composite web servic e. All of the proposed methodology exploits is the ideas from the Software Architecture- and Component-based approaches to software design. The process of web service selection and discovery of system is essential to provide the clients with proper results and that fulfills their requirements. Its impossible for anybody to fulfill the task without considering all the ranking relations that exist between thousands of various available candidates that have similar functionalities. Thus, ranking is a fundamental process of a Web service selection system, as this integrates all the results thats gathered from previous stages and presents them to those requested. This paper is focused on the various ranking process by considering users SQA requirements. Hidden Markov Model (HMM) A Hidden Markov Model is very well related to the study of how likely or unlikely things are going to happen in the graphical model that is available and well suited in dealing with a sequence of data that are related. The very basic way of thinking this is that we have a set of states, but the road block is we wouldnt know the state directly (this is the reason that makes it hidden). Instead of this, we can only make a state, but we are not in position to tell the state of proceedings for sure. Addition to this is that there are changes (from one thing to another) that is in between states. Each of the change (from one thing to another) between the states is also called as a chance. Sometimes these are known, sometimes they are not known. These states are very flexible instrument that can be put to use not just for clarification purpose but also for (division of something to smaller parts) the purpose and even to create or see or hear things that arent there data. The property of ge nerative works by training a model on this data and then randomly creating chances of (instance of watching, noticing or making a statement) and change (from one thing to another). In this way, you can create data using a hidden markov model. 2.1 Definition Our model of HMM is defined by specifying the following variables: X = {x1, x2, , xn} = set of states Z ={z1, z2, , zm} = the output alphabet à Ã¢â€š ¬(i) = probability of being in state xi at time t = 0 A = transitional probability = {aij}, where aij= P r[entering state xj at time t + 1 | in state xiat time t]. Note that the probabilities of going from state i to state j doesnt depend on the previous states at earlier times. B = output probability ={bj(k)}, where bj(k) = P r[zk at time t | in state xj at time t]. For the purpose of giving an example, lets say that we have two biased coins, which we are ipping, and an observer is seeing the results of our coin ips (not which coin were ipping). In fact, suppose that what we are actually doing can be described by Figure1.Here, the states of the HMM are q1 and q2 (the coins), the output alphabet is fH; Tg, and the transition and output probabilities are as labeled. If we let(q1)=1and(q2) = 0 then the following is a example of a possible transition sequence and output sequence for the HMM in the following diagram. We can easily calculate probabilities for the following events. 1. The probability of the above transition sequence: Pr[x1x1x1x2x2x1x1]= à Ã¢â€š ¬(x1)a11a11a12a22a21a11à ¢Ã¢â‚¬ °Ã‹â€  0.025 The probability of the above output sequence given the above transition sequence: Pr[HHTTTTH]|(x1x1x1x2x2x1x1)] = 2/3,2/3,1/3,5/ 6,1/3 ,2/3 à ¢Ã¢â‚¬ °Ã‹â€ 0.023 The probability of the above output sequenceandtheabovetransition sequence: Pr[(HHTTTTH)^(x1x1x1x2x2x1x1)] à ¢Ã¢â‚¬ °Ã‹â€  (0.025).(0.023) à ¢Ã¢â‚¬ °Ã‹â€  5.7 ÃÆ'- 10-4 2.2 HMM Applications Classification: speech recognition (time series), handwriting recognition (sequence of points), patterns and motifs in DNA (sequence of characters), analyzing video sequences. Modeling transitions: road snapping to work out which segment the user was most likely on (a sequence of points). Generation: text to speech (another time series application). Calculating the transition probability depends on the problem you are trying to address. In some cases (e.g. road snapping) you can compute it directly from the data. If you know the observation probabilities, then working out the transition probabilities is relatively easy (it comes down to finding the path that maximizes the observation probabilities and doing a count to get a measure of the transition probabilities). The most popular of all probability estimation approaches for HMM is the Baum-Welch algorithm, which allows the estimation of both observation and transition probabilities simultaneously. 3. Service Quality Architecture (SQA) The most important Service Quality Architecture that is used in this paper are RT, cost of execution, availability of space, all the reputation and the successful rate of execution. The RT can be defined in quite a few ways. For instance, RT can be stated as the time in between the sending of request and that of receiving the response. This is the period that involves all the receiving request of message time, QT(queuing time), ET(execution time) and receiving RT by the requester. Measuring these time sections is very difficult because they depend on network conditions. Alternatively, it can be measured as the time between receiving request by service provider and sending response to service requestor. This time it includes QT and ET only affected by the workload of the web service. This is the value that must be continuously updated in each and every web services because of the work load thats of changing nature and web service may change during the work time. Execution cost of this process is a fee received by the service provider from the service requestor during each and every execution. The fee for this is determined solely by the service provider and can change due to the web service providers financial policy at that moment. The availability is a very important degree, that is a web service is accessible and ready for immediate use at any given point. From service requester for each execution. This fee is determined by service provider and may change according to web service providers financial policy. Availability is the degree that a web service is accessible and ready for immediate use. 3.1 SQA Notations The Service Quality Architecture used in this paper is summarized in Table1: SQA Description RT It is the time between receiving and sending request EC Execution cost request Availability Up time Up time down time Reputation Repi Total no.of usage Successful ER No.of successful request Total no.of request Descriptions of notations used in this paper are as follow: m: number of tasks. n: number of candidate web services for each task. pi: i-th atomic process of a composition schema (1 à ¢Ã¢â‚¬ °Ã‚ ¤ ià ¢Ã¢â‚¬ °Ã‚ ¤ m). wsij: j-th candidate web service for the ith atomic process, (1 à ¢Ã¢â‚¬ °Ã‚ ¤ ià ¢Ã¢â‚¬ °Ã‚ ¤ m , 1 à ¢Ã¢â‚¬ °Ã‚ ¤ j à ¢Ã¢â‚¬ °Ã‚ ¤ n). d: index of SQA . wd: weight of the d-th SQA constraint defined by a client. Cond:permissiblevalueofthe d-th SQA (constraints). Aggd: aggregated value of the d-th S Q A of a composition plan. bij: binary decision variable (0 or 1). If bij=1 then j-th candidate web service is selected for i-th process. 3.1 Aggregation Value of SQA Generally, composition plans are constituted from serial, cycle, XOR-parallel and AND-parallel execution patterns. According to the definition of SQA, the aggregative value of web service composition is calculated regarding to its workflow pattern. The description and aggregation values of workflow patterns are discussed below. For the negative criteria, all the values are scaled to equation 2. For positive criteria, all the values are scaled to equation 1. In our paper the values of n SQA attributes of a service S as a vector: Qs = (Qs1, Qs2, ,Qsn) are modeled and all the value of SQA requirement requested by a consumer are vector Qr = (Qr1, Qr2,Qrn) are considered. All the consumers preference values thus are set on SQA attribute that are each in a vector pr = (pr1,pr2,,prn)where pri[1,n].Thus if a consumer has no preferences over an attribute, n will be considered the default preference value for that specific parameter. Related Works The times of server for the database of composite nature Web services have been examined in full detail, this follows the fork-join execution model. The proposal of the author here is that while performing a join operation or execution, the servers with slow RTs will be eliminated to maximize the performance of the server. All the work here is the more orientation towards examination of the fork-join model thereby to understand the resulting merger of data from various servers. All the work in this domain regarding the performance of the Web services is more inclined towards the composite web services and their RT. When the execution of a composite service that have been examined as a fork-join model. Thus here in the model of the states that a single application in the Internet that invokes many different Web services that are in parallel and thereby gathers their responses and from all the launched services to return thereby, all the results to a client are not affected in general. The perfect explanation of the fork and the join system, that is under some hypothesis is to be found. This hypothesis states that the number of servers that is equal to 2, when the job arrival is in the Poisson process and that the task are in exponential service time distribution in general. The great scientist Nelson and Tantawi proposed that an approximation in the case where all the number of servers is much greater or equal to that of 2 and a homogeneous and exponential servers. After which, a more general case that is presented is where the arrival and service process are general in nature. Particle Swarm Optimization (PSQ, Interactive Evolutionary Computation(IEC),) and Differential evolution (DE) are the major 3 evolutionary algorithm that are on focus in this paper. When IEC is the suitable algorithm for discrete optimization (DO), PSO and DE that offer the continuous optimization are more natural. In this paper we give an introduction to all the 3 similar type of EA techniques to highlight all the common procedures of computation. The most common one we have is the observations in the similarities and differences among the 3 algorithms that are based on various computational steps that are discussed here contrasting to their basic performances. Overall the summary of the literatures discussed is given on the location allocation, flexibility in job shop, multimode resource project that have scheduling road blocks and vehicle routing constraints. 4.1 Average RT Calculation The average RT calculation is a measure of the time that an Enterprise Server consumes in order to return the result that is correct and needed. The RT gets affected by numerous factors such as the quantity of user, bandwidth of network thats available at that point of time, average think time of the server and the basic request type submitted to the server. Here in this section, the RT refers to the average or mean RT. Each and every type of the request has own minimal RT. Even though, when during the evaluation or the testing of the system performance, RT is based on the analysis of average RT of all the requests that is sent to the server. More faster the RT of web service, the more requests/min are being processed overall. However, as the number of users on the system rises, the RT starts to rise proportionally, all though the number of request/min decreases. The below mentioned graph of the system performance of all the server indicates that after a point, the requests/min are inversely proportional to RT. The more sharper the downfall in the requests/min, the steeper the increase in RT. The below mentioned figure clearly point at peak load which is when there quests/min starts to fall. Before this point, RT calculations are not precisely done and was not necessary because they do not use the peak numbers in the formula. But from now on, this point in the graph, the admin is more precisely calculated RT by using maximum number of users and requests/min. The formula used above is calculated using the below method and notations. Tresponse, thats the RT(in seconds) at peak load: Tresponse = n/r Tthink No.of con-current users is denoted by n No. of requests/sec that the server receives is denoted by r The avg think time (in sec) is denoted by Tthink The think time is always included in the equation to get a precise and accurate RT result. If n is max, then the system supports at peak load is6,500/second. r is at peak load, then the system can process at peak load is 2,770/second. The avg think time, Tthink, is 5 sec/request. Therefore RT is calculated by the following formula: Tresponse = n/r Tthink = (5000/ 1000) 3 sec. = 5 3 sec. Thus, the RT is 2 seconds. Application Server performances critical factors are RT, along with throughput. Everything after the systems RT is being calculated at the peak load. 5. Proposed Methodology Optimal web service composition plan that is a composition plans of this road block is very large (nm), is proposed in our paper that presents an approach to find and improve GA that are presented, it quickly converges all the appropriate composition plan. The Tabu search that is being used for generating the neighbor plans and are simulated annealing the heuristic that is applied for accepting or rejecting the neighbor plan. In this phase, all the services thats located after the users requirement will be deleted. Thereby, the remaining services that fulfill the user request. Now among these services, a service with the higher score will be selected. We have proposed the Tabu search and the simulated annealing (SA) that is a constrained satisfaction based approach. Yet, the approach has a high possibility of not completing the local optimum because it is unable to work on more than 1 composition plan simultaneously. We presented an approach in which genetic algorithm is used to find the optimal composition plan. The SA method applies progressive updates to the further generation and the selection of chromosomes to increment the speed of the algorithm performance. Thus, Self-orchestration explains all the Interaction between and within the services that itself orchestrates, before doing anything it actually does the execution. One of the primary languages for the defining self choreographies is the Web Service Choreography Description Language. When this is used partial initialization of chromosomes to escape all the local optimums in general. After all, this proposed method will works on a test sample of composition plans, which is on the contrary to the Tabu method. The different composition approaches that describes the different composition models is provided, which are self-orchestration, self-choreography, self-coordination and part of the component. Self-Orchestration is a description of how the services that participate in the composition of interaction at the message level, including the various order in which iterations that possibly should be executed as well as the business logic. Fig 1: Values of All Web Services and Tasks 5.1 Proposed Design The following diagram shows the activity functions. By using the database it will show all the relevant content to the user. And it tells about the flow of activity of each object. Activity diagram is another important diagram to describe dynamic aspects of the system. Its basically a flow chart that represent the flow from one activity to next activity. In this case the following diagram consist of Server, User, database, checking various query and Sub query. Each actor will perform certain function to achieve the desired goal. First a user enters into a system by providing correct user name and password. After this we will be able to type the query. A use case diagram in its simplest form is a representation of a users interaction with the all the system and depicting the various specifications of a use case. This should be noted that the process of filtering all the web services consists of functional match making and non-functional matchmaking as well. In functional matchmaking, all the web services that have different functionalities from the client are filtered out fully and on the other hand, in non- functional matchmaking, the web services that dont have the appropriate quality are only eliminated. At this stage, the candidate web services for each task are selected. Now the details of the user are fetched into the web agent memory or a temporary storage allocation site. Further the web agents analysis the various web applications in order to finalize the optimal web servers and the resulting information are displayed with user comments and reviews. Fig 2: Flowchart The below diagram tells about the different sequence we are following to make a user to view his related content. In this diagram contain different object like User, database, Validate, relevant and web access. And it tells about the flow of sequence between the objects. A sequence diagram is a kind of interaction diagram that shows how processes operate with one another and in what order. It is a construct of a Message Sequence Chart. The user inputs the login details and connects through we access which are then linked to the time and review request. Now, web agent analysis the various requests from the web applications and provides the information regarding the time and review and gives the possible details to the user. Fig 3: Sequence Diagram In recent years, the application of web-based systems in institutions and government agencies is increasing. Introduction of web services is an effective approach in business structures to provide the required capabilities of service providers for services composition. Selecting the precise user service based on the users request is primarily based upon the service quality of the available web services. Several different methods have been suggested to solve the road block of web services composition based on qualitative characteristics. These methods can be divided into two types of exact methods and approximate methods. The first type is known as non-innovative methods which selects the best design from all available designs by examining and calculating the candidates routes and thus provide a more precise answer. In the second type or innovative methods, contrary to the first type, an ideal design that is close to the best and most accurate answer will be chosen. The below mentioned graph that actually compares the various web services that are available in that field and displays its performance based on RT and user reviews that are given. Fig 4: Resulting Graph Due to the importance of optimal composition of web services in recent years, a lot of works have been done in the field of each method. By studying various types of innovative algorithm, one can conclude that many road blocks still exist to solve in web services composition based on qualitative characteristics. For instance, each of these methods usually have local optimality road block alone or in genetic algorithm that are non complex and basic, the crossover type and the operation of mutation acts randomly and without any guidance, which leads to degeneration of the method. Therefore, efforts to improve efficiency such as using combined methods, operators like revolution operator or adding functions to improve were performed. These techniques are provided for better speed, faster convergence, and higher efficiency in large spaces. Based on the mentioned studies, there is no specific benchmark tool for evaluating the algorithm. Although some researchers used different simulation environments or different data to compare them with each other, the results show that different methods have different disadvantages and they do not have any specific standard. Skyline algorithm method and parallelism technique are used in this proposed method in order to provide the best composition with regard to the shortest RT in high scalability. Conclusion For the purpose of retaining their client all the web services first priority is maintaining Service Quality. This paper pays attention to the RTs of composite Web service that plays a very important role in attaining service quality in web services.. We propose a heuristic model for predicting RT of web service and thereby selecting an optimal web service at the runtime from the list of functionally similar web services. For the purpose of the probabilistic instances of Web Services. We have used Hidden Markov Model. Our model has been made with the assumption of Web Services that is deployed on a cluster of web servers and thereby sometime the delayer crash during WS invocation happens which is because the bad node in sever clustering responds to request of the user. By using HMM where ever needed we have predicted the probabilistic nature and predicted the behavior of these web servers and then selected the Web Services based on their optimal probabilistic value. An approach is proposed to solve the Service Quality Architecture aware Web Service selection road block. To avoid this problem, an SQA based algorithm is presented that will reveal all selection leading to the results thats very close to optimal, efficient solution. This process in arriving at the solution is also done at a rapid speed which is worth mentioning. 7. Reference SalehieTahvildari L. Selfadaptive software: Landscape research challenges. ACM Transactions on Autonomous and Adaptive Systems. 2009;4:1-42. T.Rajendran, P.Balasubramanie. An efficient architecture for agent-based dynamic web service discovery with SQA. Journal of Theoretical and Applied Information Technology; Islamabad Pakistan. 2010 May; 15(2). J.Cardoso, et al. Quality of service in workflows and Web service processes: Web Semantics Science, Services and Agents on the WorldWideWeb.2004; 1:281-308. CardelliniV, et al. MOSES: A framework for QOS driven runtime adaptation of service-oriented systems. IEEE Transactions on Software Engineering.2011. ErradiA, Maheshwari P. Dynamic binding framework for adaptive web services. Proceedings of the 2008 Third International Conference on Internet and Web Applications and Services; 2008. LIU, Z., J. LI, J, LI, A. AN, J. 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